Introduction to Integrating Outcomes Measurement with IFSP and IEP Processes Come Together!

1. Introduction toIntegrating Outcomes Measurement with IFSP and IEP ProcessesCome Together! Early Childhood Outcomes Center

2. Measuring Child and Family Outcomes Conference -- 2007 Panel: Local Benefits of Implementing Child Outcomes Data Collection • Sandi Harrington, VA Part C • Teresa Rivenes, MT Part C • Carol Trillia, UT Part C Three local program staff shared their experiences implementing the Child Outcomes Summary process, describing how they collect data, the struggles they have encountered, and the improvements they have seen in practices. Early Childhood Outcomes Center

3. ‘Child Progress Determination Questions to Guide the Discussion of Functional Indicators’ Positive Social-Emotional Development / Positive Social Relationships • How does the child communicate her/his feelings? • How does the child interact with parents, siblings, known adults, strangers? Consider progression of social development • Smiles - holds out arms to be picked up - Likes to look at faces -laughs aloud - distinction of strangers - parallel play - interest in other kids - associative play Consider relationship with primary caregivers • Soothed by caregiver - varying cries - reliance on primary caregiver Early Childhood Outcomes Center

4. ‘Current Functional Strength’ Demonstrating positive social-emotional skills: • Georgie is very friendly- he has no stranger anxiety and often hugs/kisses strangers. He enjoys playing with people of all ages and will bring toys over in an effort to engage others. He knows and responds to his name. Georgie is very sensitive to the moods of other people and gives away toys to strangers. Early Childhood Outcomes Center

5. Assessment Summary-Outcome 2 Acquisition and use of knowledge and skills: Danny is learning most of his new knowledge and skills by exploring things with his hands and mouth at this time. Danny is picking up small toys such as rings or a block and most of what he is able to get into his hands goes into his mouth for exploration. Danny will also look for a toy that he has dropped showing that he is gaining some understanding that toys do not disappear when they are out of sight. Early Childhood Outcomes Center

6. Integrating outcomes measurement with Evaluation/Eligibility Advantages: Disadvantages: Raters may not have enough information to make rating Evaluation alone might not yield functional information Rating with family can create a “mega meeting” • Reinforces focus on functional development • Expedites outcome rating before intervention • If core evaluation team all children evaluated from that common lens • If using RBI as part of evaluation increased functional information is gathered

7. Suggested Language for Talking with Families • Somewhat (rating of 5) • Compared with his 18 month old peers, Johnny is somewhat where we would expect him to be at this age. This means that Johnny has some of the skills we would expect at this age in regard to (outcome) (you can list if you like), but he does not yet have all of the skills we would expect of this age across settings and situations which include (list functional skills child is lacking to be age appropriate). Early Childhood Outcomes Center

8. Opportunities for Outcomes Measurement in IEP Process • EI Transition Meeting • Play-Based Assessment • Parent Input • IEP Development/Eligibility • Ongoing Intervention • Collaborative Annual Review • Transition/Exit Early Childhood Outcomes Center

9. Implementation ‘AHAs’ • Formatting evaluation narrative in 3 outcome areas actually saves time & makes the discussion more meaningful for families. • Staff have entered into a stronger partnership with families, sharing the responsibility for the evaluation narrative with the families to provide the information that isn’t collected by the assessment tool. Early Childhood Outcomes Center

10. Outcomes-IFSP/IEP Think Tank-2010 Participants Betsy Ayankoya Debbie Cate Siobhan Colgan Suzanne Cotterman Debra Hannigan Sandi Harrington Connie Hawkins Kathy Hebbeler Joicey Hurth Lynne Kahn Christina Kasprzak Anne Lucas Robin McWilliam Donna Nylander Lynda Pletcher Sharon Ringwalt Robin Rooney Dathan Rush Arlene Russell M’Lisa Shelden Donna Spiker Karen Walker Sharon Walsh Naomi Younggren Early Childhood Outcomes Center

11. IFSP/IEP-Outcomes Flow Charts IFSP • Identification and Referral • Intake and Family Assessment • Child Evaluation and Functional Assessment • IFSP Development • Service Delivery and Transition IEP • Transition • Identification and Referral • Child Evaluation and Assessment • IEP Development • Service Delivery Early Childhood Outcomes Center

12. For the IEP…. Identification and Referral • Receive referral or parental request for evaluation • Infuse information about 3 global outcomes into the processes of information gathering throughout child identification and referral. • Provide a written copy of procedural safeguards to parents • Explain program in detail. Describe process and purpose of the three global outcomes to be measured for federal reporting. • Determine with family if they wish to have child evaluated for eligibility and services Early Childhood Outcomes Center

13. For the IFSP…. Intake and Family Assessment • Gather information about child and family, incorporating 3 global outcomes • Use outcomes framework to think about child’s functioning,discussing everyday routines and activities of child and family • Use information gathered at intake to help determine evaluation team • Gather and document information about the child’s functioning through naturalistic observation • Gather information about family concerns and priorities for their child and family • Gather information about family resources to assist in addressing priorities and concerns Early Childhood Outcomes Center

14. Integrating Child Outcomes Measurement Into the IFSP Process d. Eligibility determination • How does the team make the eligibility decision, what is the family role, etc. • Does the generic flow chart reflect your eligibility determination process? Why or why not? • Are there opportunities during eligibility determination to collect information about the 3 global outcomes? Describe. • Could the 3 global outcomes be discussed, summarized, or integrated during the eligibility process? Early Childhood Outcomes Center

15. West Virginia - Completing the COST • COST is completed following determination of eligibility and prior to writing IFSP outcomes • Developmental Specialist facilitates the conversation based on all the information that has just been shared through the review of pages 1 – 7 of the IFSP • WV does not use numbers but uses language from COST (foundational, somewhat) • Use naturally occurring opportunities for exit ratings Early Childhood Outcomes Center

16. WV - COST into IFSP Outcomes/Intervention • Provides a better understanding of the child’s functional skills and abilities across settings • Provides a better understanding of the child’s functional limitations and need for assistive technology • Limits teams from suggesting the next test item as outcomes/interventions • Helps the family know what is expected at that age and where the child is at now • Focuses the conversation on functional skills not isolated skills Early Childhood Outcomes Center

17. Fast Forward to TODAY!! • Page with resources on ECO website http://www.fpg.unc.edu/~eco/pages/integration.cfm • Outcomes integration session at the mega • Session and workshop on integrating outcomes with IFSPs and IEPs – 100 people registered for the workshop! • We’d still like to form a Learning Community to support programs trying to integrate these processes… Early Childhood Outcomes Center

18. Integrating Outcomes Measurement: Focus and Purpose Early Childhood Outcomes Center

19. Integration • Not just about creating a more seamless process…not just details and how BIG • Critical to the picture of what we are all trying to accomplish Early Childhood Outcomes Center

20. Disconnect? • States accountable for…. • Programs working toward…. • Providers focus on…. • Children achieve…. Early Childhood Outcomes Center

21. Alignment Across Levels • States accountable for…. • Programs working toward…. • Providers focus on…. • Children achieve…. … the 3 outcomes Early Childhood Outcomes Center

22. Ultimate Goals for EI and ECSE For children: “To enable young children to be active and successful participants during the early childhood years and in the future in a variety of settings – in their homes with their families, in child care, preschool or school programs, and in the community.” Based on the ECO stakeholder process when identifying 3 functional outcomes Early Childhood Outcomes Center

23. Thinking Early Childhood Outcomes Center

24. What is the Framework Guiding Our Thinking? • Providers always bring some kind of framework for taking information about the skills a child currently uses and planning where they want to see the child go next • Are these guiding ideas explicit or unspoken? • Are they using a unified framework or multiple frameworks? Early Childhood Outcomes Center

25. Examples of Guiding Frameworks • The items on a specific assessment tool • A milestone checklist or series of skills to learn based on a provider’s specialty area • A specific curriculum, with assessment identifying starting point • Whatever the family wants Early Childhood Outcomes Center

26. The 3 Outcomes as a Guiding Framework The 3 functional outcomes can be a framework, a lens, for viewing child functioning and planning intervention Early Childhood Outcomes Center

27. Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills Global Outcomes =

28. Why Use the Outcomes?? • Socially validated – reflect what we are trying to achieve • Functional • They’re integrated – emphasize the whole child • Flexible – not wedded to one particular assessment, curriculum, or level of child functioning Early Childhood Outcomes Center

29. What Might It Look Like? Assessment What does our assessment tell us about the child’s functioning in each outcome area across settings and situations? • Organizer for planning breadth and type of assessment approaches needed and who should be involved in it • Organizer for writing or sharing results • Produces information for outcomes and planning Early Childhood Outcomes Center

30. Assessment Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills Global Outcomes =

31. What Might It Look Like?IFSP/IEPs Planning IFSP/IEP outcomes • Has the team considered how to write individualized outcomes that continue help the child progress in each of the 3 outcome areas? • Will the individualized outcomes written support effective participation (overarching goal)? • With global outcomes as an organizer for where we want the child to go, use of discrete, domain-specific objectives won’t make sense. Early Childhood Outcomes Center

32. IFSP/IEP Development Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills Global Outcomes =

33. IFSP/IEP Development Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills Global Outcomes =

34. What Might it Look Like?Intervention Intervention Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills Global Outcomes =

35. What Might it Look Like? IFSP/IEP Review IFSP/IEP Review Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills Global Outcomes =

36. Benefits • More understandable, measureable individualized IFSP/IEP outcomes • Families can tell when their children are achieving desired outcomes • Reinforces the assessment and planning cycle • Improves practice • Supports progress in the overarching areas that are central to EI and ECSE Early Childhood Outcomes Center

37. Active and Successful Participation